Flipped learning is not student management

Flipped learning will solve my student management issues!

Note to self - this relates more to WRS implementation than flipped!!

If you disagree with the statement “Flipped learning will solve my student management issues” then you are already ‘on the money’.

This article will explore some ways in which teachers view the relationship between student management issues and flipped learning, specifically, flipped mastery learning.

On the one hand teachers with some behaviour management issues can be tempted to think that they can solve them by flipping the classroom, because a) the flipped classroom involves technology, b) all students like technology c) therefore my students will be engaged and no longer display behaviour issues.

This article is another in a series exploring the 21st-century learning trend in education called flipped learning, as it applies to all classrooms. The one prerequisite article is The flipped math classroom explained.

It takes more than hope!

It is not uncommon for a teacher to hope that introducing technology (or a game, or an activity or a new, different approach) will help to solve a student management issue. However, sometimes the opposite can occur. Sometimes the new game or activity opens the door to further poor behaviour. This, I know, from first hand experience!

The solution to student management issues is to successfully implement strategies designed to deal with student management issues (!)

Most games and activities are not designed to solve student management issues, and therefore, teachers can be easily disappointed, especially if the teacher spent many hours developing the game or activity.

Similarly, the flipped mastery classroom was never designed to be a strategy to solve student management issues. Simply put, flipped learning is not student management. Yet flipping a classroom can be an aid when dealing with student management issues. It all depends on the implementation.​It is the teacher who solves student management issues – by employing clever student management strategies and working in a targeted way with students. A teacher who assumes he will solve classroom behaviour issues solely by introducing a flipped mastery classroom will likely fail. However, let’s consider the teacher who understands that it is he who holds the key to solving student management issues through the clever implementation of quality behaviour management strategies.

To an aware teacher a flipped mastery classroom offers some extra avenues through which to influence the culture of the classroom.

Occasionally a participant of a 'Create a flipped / blended unit' course will write a comment along the following lines when posting their implementation report (after trialling a flipped unit): “It didn’t work. The 5 students who are usually disruptive showed no signs of improvement with this new approach.” In a report like the one above there is little mention of the fact that other students benefitted from the system. The teacher’s eyes are firmly fixed on the fact that “Flipping the class didn’t improve my least engaged students”. The teacher is likely saying “I wanted the flipped classroom to solve my disruptive student problem … but it didn’t.” ​

Some considerations when dealing with student management issues AND implementing a flipped mastery classroom:

Know and understand that the flipped mastery model alone will not solve your problem of disruptive students.Know that implementing the flipped mastery model, however, may offer you more avenues to steer your disruptive students into becoming responsible learners.Explain clearly to the class what the flipped mastery model involves and what they, as students, are required to do.Include some (very) short term milestones for the disruptors, and for any students who are especially dependent learners.

Initiate the unit. Notice how at least ⅓ of the class are happier, relieved and grateful that they are now able to progress at their own pace without being interrupted by disruptive students. THIS, arguably, is the main reason in favour of introducing a flipped mastery classroom despite the fact that these students were not part of the main “problem to be solved”.Implementing a flipped mastery classroom will offer you more freedom to work with those students who need specific guidance and to employ specific student management strategies.

Summary

The 21st Century is here to stay meaning that 21st Century learning isn’t going away anytime soon. Flipped mastery classrooms – well designed, comprehensive, student–centered online units of work – are powerful when supported by collaborative learning. Know that the flipped mastery concept was never designed to solve student management issues. However, a flipped mastery classroom may allow the teacher great flexibility to deal with student management issues.

The flipped math classroom is a comprehensive, 16 week, online professional learning journey which supports teachers in flipping their classroom.